The Studio Culture Summit - Organized by the American Institute of Architecture Students Held October 8-10, 2004 at the University of Minnesota ...
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The Studio Culture Summit
Organized by the
American Institute of
Architecture Students
Held October 8-10, 2004
at the University of Minnesota
An Overview Report By Clark Kellogg
1
“
Architects must function at
the level that can fix the world.
”
– Richard Farson, Ph.D.
President, Western Behavioral Science Institute
Addressing the Studio Culture Summit
October 10, 2004
2The Studio Culture Summit
^ The 2004 Studio Culture Summit
was organized and produced by the
American Institute of Architecture Students (AIAS)
with the generous support of these sponsors:
The American Institute of Architects
American Institute of Architecture Students
AIA Large Firm Roundtable
AIA Minnesota
AIA Nebraska
ArchVoices
The Boston Society of Architects
Texas Society of Architects
University of Minnesota College of Architecture and Landscape Architecture
Funding for this publication was provided by The American Institute of Architects
© 2005 American Institute of Architecture Students
1A
story has been told of an architecture These words and these ideals touched institutions, students
student who lost his life in an automobile and educators throughout academia. In conventions,
accident caused by sleep deprivation. A classrooms, and coffee shops architecture students began
dozen stories have been told of similar talking about the culture of architecture studio. Educators
instances. Thousands of stories have began researching and writing about studio in a very
been told of cut fingers, damaged cars, different way.
life-changing critiques, friends lost and lives changed.
All for an education in the art and science of architecture. At the Studio Culture Summit, it was time to shift the
focus of academy-wide efforts to shape studio culture.
There is honor in providing shelter for the world. It is This shift was clear. It went from a well-worn dialogue to
easy to justify rigorous training for those who would be research, innovation and proactive action. The Summit
responsible for such a solemn duty. Yet the education of attendees left Minneapolis with nine directives that
an architect, as it has evolved, has too many stories of define the next steps in the cultural shift surrounding
good people driven away or deeply wounded in the formal architectural education.
process of learning.
All cultures depend on stories passed on from one gen-
In time, there were those who saw a pattern, a culture, in eration to the next. Because of the work of many good
these experiences and anecdotes. A product of the intense people, including those who came to the Studio Culture
model developed to train great architects, this culture of- Summit, the stories that we tell of studio in the years
ten took on characteristics of a punishing gamut serving ahead of us will, I trust, hardly resemble those we once
the establishment itself and not its students. told.
A few people began writing about these cultural issues.
One notable effort was the publication of the AIAS Stu- – Jacob Day
dio Culture Task Force’s The Redesign of Studio Culture. 2004-2005 AIAS President
These people told of a better way; of a culture that is
respectful, optimistic, innovative, engaging and inclusive.
2Contents
Section 1
The Context of the Summit .............................................4
Section 2
People Who Reached the Summit ..................................6
Section 3
Proceedings
A Critical Look at Studio Culture .................................10
Provocative Perspectives ...........................................12
Section 4
Outcomes
Nine Initiatives ............................................................16
Section 5
Endpoints
A Personal Viewpoint ..................................................22
Print and Web Resources...........................................24
3The Context of the Summit
From an AIAS Media Advisory released October 15, 2004
O
ver fifty students, educators, of Architecture Students (AIAS), hosted Four provocateurs provided themes
architects, leaders of the archi- by the University of Minnesota College of for the Summit groups to discuss.
tectural collateral organizations Architecture and Landscape Architecture Thomas Fisher, Assoc. AIA, Dean of
(Association of Collegiate Schools of (CALA), and facilitated by Clark Kellogg the CALA, provided an overview of
Architecture, The American Institute of of Kellogg Consulting/Communication the history of architectural education
©
Architects, American Institute of Archi- by Design and teacher in the College of and the role of the design studio,
tecture Students, National Architectural Environmental Design at UC Berkeley. highlighting the fact that the archi-
Accrediting Board and the National The Summit featured special presenta- tecture studio model has gone rela-
Council of Architectural Registration tions on key aspects of studio-based edu- tively unchallenged and unchanged
Boards), and expert speakers gathered cation by recognized experts, followed by since its inception in 1850 at the
at the University of Minnesota in Minne- group discussion and break-out sessions French Ecoles des Beaux Arts.
apolis on October 8-10, 2004 to discuss charged with documenting observations Kathryn Anthony, Ph.D., Profes-
the role, impact, and future of design and exploring opportunities for qual- sor of Architecture at University of
studio-based education in architecture ity improvement in architecture studio Illinois at Urbana-Champaign, and
schools. The Studio Culture Summit experience and education. author of Design Juries on Trial,
built on the findings of the AIAS Studio presented the problems of studio-
Culture Task Force report (The Redesign based architectural education, the
of Studio Culture, 2002). The Summit evaluation and jury process, and the
was organized by the American Institute importance of students designing
out of their comfort zones.
4Van B. Weigel, Ph.D., author of The The Summit utilized the breakout
Theory of Global Development, remarked groups to critically analyze the issues
on positive aspects of the design studio presented by the provocateurs to formu-
education model. He shared how the late a framework for the studio model,
architectural design studio can be and to define its highest purpose. The
viewed as a constructivist playground participants focused on topics ranging
and how technological communications from criteria to evaluate a design studio,
can be used to enhance collaboration. the implementation of hybrid studios,
Richard Farson, Ph.D., President of the the role of the studio within the larger
Western Behavioral Science Institute, architecture education curriculum, to
spoke about the difference between the value of the jury system and how it
education and training; and the impor- can be better implemented. The partici-
tance of failure in achieving success in pants developed a list of strategies for
education, as well as the importance of change designed to assist the spectrum
architects taking up leadership roles in of institutions, organizations and profes-
society. sions that are called on to implement or
support changes over the next five years.
5The People Who Reached the Summit
Ava Abramowitz, Esq., Hon. AIA Jacob Day
Representative 2004-2005 President Michael Geary, CAE
ArchVoices American Institute of Architecture Students Executive Director
American Institute of Architecture Students
Arnold Aho, AIA Raymond Dehn, Assoc. AIA
Chair, Education Committee President Ana Guerra, Assoc. AIA
National Council of ArchVoices 2004-2005 Board Member
Architectural Registration Boards The American Institute of Architect
Scott Dietz
Matthew Alderman Educator Frank Guillot, AIA
Student Savannah College of Art & Design 2004-2005 President
Notre Dame University National Council of
David Orrick Architectural Registration Boards
Kathryn Anthony, Ph.D. (Speaker) Student
Educator University of Nebraska Gabriella Gutierrez
University of Illinois at Urbana-Champaign Representative
Helene Dreiling, FAIA, Hon. SDA Association of Collegiate Schools of Architecture
Leonard Bachman Team Vice President University of New Mexico
Educator The American Institute of Architects
University of Houston Mary Guzowski
Richard Farson, Ph.D. (Speaker) Educator/ACSA Representative
Michiel Bourdrez, AIA President University of Minnesota
Director, Professional Services Western Behavioral Sciences Institute
National Council of Gene Hopkins, FAIA
Architectural Registration Boards Thomas Fisher, Assoc. AIA (Speaker) 2004 National President
Dean The American Institute of Architects
Brian Comer College of Architecture & Landscape Architecture
Student University of Minnesota Benedict Ilozor
Judson College Educator
Matthew Fochs Hampton University
Ken Crabiel, Assoc. AIA Student
2003-2005 Board Member University of Wisconsin - Milwaukee Matthew Innes
National Architectural Accrediting Board Educator
Thomas Fowler Arizona State University
Phoebe Crisman 2004-2005 Secretary
Educator Association of Collegiate Schools of Architecture Sabir Kahn
University of Virginia California Polytechnic State University Representative
San Luis Obispo Association of Collegiate Schools of Architecture
Georgia Institute of Technology
6Cory Kamholz Ryan Murphy Ian Taberner
Student Student Educator
University of Wisconsin - Milwaukee Southern Illinois University Boston Architectural Center
Clark Kellogg (Facilitator) Joel Nelson Justin Tholen
Educator Student Student
University of California, Berkeley University of Minnesota University of Utah
President, Kellogg Consulting
Joni Priest Van Wiegel (Speaker)
Rafael Longoria Student Educator
2004-2005 President Judson College Eastern University
Association of Collegiate Schools of Architecture
University of Houston Tim Rice Ashley Wood
Intern 2004-2005 Board Member
Catherine Lux Horty Elving & Associates, Inc. American Institute of Architecture Students
Director of Member Services
American Institute of Architecture Students Kate Schwennsen, FAIA Eric Zaddock
2005 1st Vice President 2004-2005 Board Member
Katie Marcus The American Institute of Architects American Institute of Architecture Students
Student
Southern Polytechnic State University Meenakshi Sharma
Student
Thomas Mathison, FAIA Arizona State University
2005 Vice President
The American Institute of Architects Trinity Simons, Assoc. AIA
2004-2005 Vice President
William Miller American Institute of Architecture Students
Educator
University of Utah Breanne Sparrow
Student
Michael Miranda Kansas State University
Student
Wentworth Institute of Technology Jim Sullivan
Educator
Norma Lizeth Morales Louisiana State University
Student
Texas A&M University
7“ We learned that architectural education
was not a problem to be fixed, but a
predicament to be massaged to health.
–Kate Schwennsen, FAIA
”
2005 1st Vice President
The American Institute of Architects
83
Studio Culture
Summit Proceedings
9A Critical Look at Studio Culture
T he people at the summit came from all over 1. Highest and Best Purpose of Studio Model:
the US. We ranged in age from under 20 to
over 70. They were students, architects, intern • Instill a lifelong method and passion for learning
• A model for a habit of synthesis, so studio is
architects, teachers, administrators, regulators linked to other courses and topics
and more. What did we have in common? All but • Foster Community-based design
two had been through design studio. Many were • Allow students to discover their own “calling”
still in studio as students or teachers. • Instill and nurture creative discontent
• Promote and support self-discovery
Everyone had powerful stories of their studio • Support the development of personal identity
experience. No one was indifferent. “Studio” • Instill respect and responsibility for living systems
has an enormous life-shaping influence on • To become a managed studio design process
architecture students during one’s school years that can be assessed and evolved
and throughout one’s life. This is true for the
roughly half of architecture students who go on
to work in the profession as well as for the other
half who choose careers beyond architecture.
One of the first thing we did as a group was work
through our experience and knowledge of stu-
dio to create some grounded assessments about
the value and character of the design studios in
American schools of architecture. This evolved
into four areas:
102. Characteristics to Value and to Retain: 4. Strategies for Change in Studio Culture:
• Sense of community • Acknowledge change already occurring
• Place specificity • Acknowledge change must continue
• Sense of mission • Share best practices
• Mentoring (one-to-one) • Awards for effective pedagogy
• Peer support • Discussion with studio faculty about changes
• Romance and the “calling” they’ve enacted/need to enact as part of
• Critical thinking accreditation team visits
• Intense personal experience 3. Characteristics to Discard: • Have faculty present their culture to students
• Perseverance • Faculty work together to establish strategies
• 1-on-1 student/faculty integration • Adversarial relationships and outcomes for studios
• Multiple paths to teaching goals • Lack of specific objectives • ACSA teaching award program awardees as
• Learn by doing • “All-nighter” myth and reality resource for peers and programs
• Holistic nature/synthesis • Object-only focus of critiques - assist in developing self assessment rubric
• Presentation and explanation of why • Distinction between talent and intelligence for evaluation of studio at multiple levels
• Flexibility of instructors • Prizing final presentations too much - develop a teaching program for new faculty
• Peer-to-peer learning • Studio overriding all other classes - provide narrative of their learning strategies
• Group experience • Arbitrary (ungrounded) instructor criticism as
• Vertically integrated studios valid part of studio design process
• Competitive insularity of individual projects
• Competition vs. collaboration
• Equating project value with personal value
• Studio-based “star” culture
• The “ordeal” of studio
• Redundant studio projects
• Dysfunctional traditions
11Provocative Perspectives
T he strongest conviction that
emerged from the Summit was
a universal endorsement of the
Thomas Fisher
Professor and Dean
College of Architecture & Landscape Architecture
design studio as a model for ex- University of Minnesota
perience-based learning and skill
development. The problems are
not inherently built into the studio
model but are part of an insular “Why We Are
legacy culture that is changing and Where We Are”
needs to change more.
The four provocateurs were “There is nothing like focusing
brilliant. Each brought insight, on the larger problems of the
wisdom and hope. Together, they world to put our problems in
wove a compelling story of how we perspective, and I suspect that
got here, what isn’t working, why once we truly engage with the
design studios are so powerful world, many of the silly or self-
and what we are called upon to destructive traditions of studio
do going forward. life–the all-nighters, the obses-
sion with grades, the ridiculous
competition to see who can be
the most original–would disap-
pear or seem irrelevant in light
of these larger purposes.”
12Kathryn Anthony Van Weigel Richard Farson
Educator Educator President
University of Illinois at Urbana-Champaign Eastern University Western Behavioral Science Institute
“Open Critique “Technology
of the Studio and Innovation “Leadership
Model” in Education” in Education”
“Some parts of the studio model “The design studio is pedagogi- “There is a big difference be-
have changed over the last cally solid. Thinking is an art. tween training and education.
decade. The individual abusive Studio focuses students on Training makes people alike.
behavior is no longer common. becoming knowledge creators Education is threatening; it de-
What remains are underly- and knowledge integrators. The mands you be the best you can.
ing structural issues that still environment of studios allow Architects are really working in
threaten the health of the studio this to happen in the pres- the area of human affairs. We
model. It is still too insulated ence of more skilled persons as need to see things in a larger
from the rest of the world. It is well as fostering learning from context. Design has the capacity
still too subjective. We are just peers. The problems with stu- to create a better world but the
beginning to institute changes dios mostly stem from the world is running out of time.”
systematically. The job is not historically insular nature of
done.” most architecture schools.”
13“ Three days, fifty plus professionals and
students, all talking about studio culture...
not only did ideas get passed and possible
solutions get proposed, but connections
around the nation were made and changes
were set into place. The work done that
weekend ensured that the studio culture
of our past will not be the future of our
profession.
” – Matthew Fochs
University of Wisconsin-Milwaukee
144
Studio Culture
Summit Outcomes
15Outcomes
T he attendees of the Studio
Culture Summit charged the
stakeholders, particularly the
AIAS, to focus their efforts on nine
initiatives generated at the summit.
The intention of the people at the
summit and the subsequent design
of the initiatives are clear. Both are
advocates of changing studio cul-
ture and doing so using collabora-
tion, research and innovation.
These nine initiatives encompass
a range of issues and goals. They The AIAS is acting as “quarterback”
respond to the inherent complexity for these initiatives. However, the
of this phenomenon we know as AIAS recognizes it cannot succeed
“studio culture.” Drawing from the working alone. It is collaboration
ideals presented in The Redesign that will create positive, substantial
of Studio Culture and from work results. The AIAS will partner with
at the summit, these initiatives ACSA, NAAB, AIA, NCARB and others
approach studio culture with a call to achieve these goals. Working
for direct communication, clear together, we can accomplish each
policy, rigorous research and a of these initiatives and create
renewed belief in the value of the sustainable change. Change that
studio model itself. will indisputably benefit students,
educators, the profession and the
public we serve.
16C O M M U N I C A T I O N I N I T I A T I V E S
Communicate Outcomes Share Studio Policy Resources Award Successes
1 Disseminate outcomes and
information regarding the 2 Research and share a data-
bank of methodologies used 3 Honor the success and diver-
sity of studio cultures among
proceedings of the Summit in creating studio culture poli- degree-granting programs
and provide resources related cies, as per NAAB Condition nationwide.
to studio culture for Accreditation 3.5.
• Fall 04: AIAS News Release • Summer 04: NAAB Board of Directors • Summer 06: The AIAS will form a task
• Fall o4: ArchVoices Issue create Condition 3.5 for Accreditation. group to create an award which will
Condition states schools are expected to honor strong and positive studio culture
• Spring 05: Studio Culture Summit
demonstrate a positive and respectful in architectural program communities.
Publication distributed. A summary of
learning environment through the • Winter 07: Award launched.
the Summit proceedings and a reference
encouragement of the fundamental
for the dialogue that took place there. • Summer 07: First award conferred.
values of optimism, respect, sharing,
Outlines current and future status of
engagement and innovation between
Studio Culture initiatives and advocacy
and among the members of its faculty,
efforts.
student body, administration and staff.
• Summer 05: Design Intelligence supple-
• Spring 06: AIAS will survey select
ment, Focus on the Future, dedicated to
schools on their methodologies for
The Studio Culture Summit and studio
creating the studio culture policy.
culture.
• Fall 06: AIAS will compile those meth-
odologies and provide them as a resource
to schools preparing to write a policy.
17R E S E A R C H I N I T I A T I V E S
Track Studio Trends Create Assessment Tools Study Studio Settings
4 Survey architecture programs
and collect studio culture poli- 5 Define a system of assess-
ment that represents perfor- 6 Research and aid in
developing models for “hybrid
cies to understand system-wide mance indicators for studio. studios” which join physical
trends influencing studio culture. and virtual studios.
• Summer 06: AIAS will begin work on • Summer 06: AIAS will assemble a • Summer 05: AIAS will study examples
a survey that will gather information on team of professionals, educators, admin- of studio settings, including those that
studio culture from students, faculty, and istrators and students in a task group combine virtual space and digital com-
administrators from programs across the to discern the means of assessment munication while maintaining a physical
country. in studio including both ‘grading’ and studio center.
• Fall 06: Initial test survey completed by course assessment.
an accredited university. • Fall 06: Task group will research
• Winter 07: Results analyzed with the various assessment methods.
help of ACSA and research professionals. • Summer 07: AIAS will publish findings
and facilitate further discussion and
• Spring 07: AIAS will develop a survey to
potential uses.
go out to all programs.
18S T U D I O I N I T I A T I V E S
Promote Citizenship Engage Communities Expand Studio Model
7 Utilize the studio as the
premier place to teach archi- 8 Encourage and promote
examples of studios and 9 Promote and provide
resources about the studio
tecture students their ethical studio educators who engage learning model for other
obligation to become active, communities in projects. academic settings including
engaged citizens. K-12, interdisciplinary studies,
and business.
• Summer 07: Task group of experts will • Summer 07: Task group of students • Summer 08: Resources will be pub-
be convened to debate and draft a criteria and educators is convened to discuss and lished articulating the power of the
and process for employing the studio as draft a paper highlighting examples of studio model as an effective learning
the premier place to develop the ethics, studios engaging their communities. This environment. These efforts will be a
responsibilities, skills and practices of effort will be combined with submissions tool for understanding the power of the
design-based leadership. This effort will to local and national media, architectural studio model, and architectural educa-
be informed by the submissions of archi- papers, journals, and other publications tion as well as the abilities of graduates
tectural papers, journals, and other forms supporting this type of engagement. of the nation’s architecture schools.
of research supporting the studio as the
optimum environment for learning and
practicing leadership skills.
19“
Masterfully conceived, spectacularly
delivered. A very engaging, provocative,
forward-looking conference that will
move the profession toward creating
higher quality architects.
” – Thomas Mathison, FAIA
2005 AIA Vice President
205
Studio Culture
Summit Endpoints
21A Personal Viewpoint
L
ike most of us, I went in the lesson and illustrated the main and its culture. I’ve talked with students,
through design studio in points with examples from my own time teachers, practitioners and administrators.
architecture school. It was in studio. Telling these stories out loud I’ve reviewed all the “usual suspects” in
a formative experience made them very lucid and personal. I felt the literature from the “Boyer Report”, to
for me; I survived - even like I was a student back in studio. What Kathryn Anthony’s Design Juries on Trial,
thrived. Some of my closest happened next surprised me. When I to (Summit attendee) Leonard Bachman’s
friendships were made there. The studio finished the diagram and turned back to and Christine Bachman’s promising new
had been a home, probably too much of face the class, most of them were in tears soon-to-be-published research, “Student
one. Many years have passed by since and I was close to it. Perceptions of Academic Workload in
then, but I still have vivid memories of Architectural Education.”
those years in studio. It was astounding to realize so little had
changed in the intervening 30 years. Some things haven’t changed in the debate
Now, I teach in the same school in which It was even more astounding when I about studio culture: people don’t agree.
I studied architecture. Returning there as a thought about all the things that had What has changed is the tone and content
teacher restimulated old studio memories. changed: PC’s, digital drawings, the of the conversation. Early in our discus-
I find myself telling my students stories Web, globalization, CAD and CAM, 3-D sions about the summit, Jacob Day said
about when I was in the same studios. modeling, Earth Day, Watergate, Mya to me, “For four years the AIAS has been
In the intervening decades, some of the Lin, cloning, off-shore drawings, Zaha talking about Studio Culture. A question
romance has worn off but the stinging Hadid, mobile phones, the Euro, virtual my predecessors often heard was, ‘What
comments from certain critics haven’t. everything, along with Frank Gehry, are you complaining about? We went
The ridiculous hours now seem insane. Rem Koolhaus and global warming. How through studio and we turned out fine–
could the world outside studio change so what’s the problem?’ ”
While teaching one day, I was drawing a profoundly and studio change so little?
graph on the blackboard of the “Emotional At the Summit, people were asking differ-
Life of a Design Project.” It plotted - in a I was bewildered. So when the AIAS ent questions: What is the value of studio
pseudoscientific manner - the emotional asked me to facilitate the Studio Culture as a teaching model? How can we better
roller-coaster ride of the student experi- Summit I said yes without hesitating. teach the teachers who lead studio cours-
ence in design studio projects. I described es? How can studios make a difference in
T
the novice’s almost certain confusion hat was almost a year ago. Since real-world projects? How will improving
between the value of the design and the then I’ve probably had one hun- studio culture improve the profession of
value of the designer. I became engrossed dred conversations about studio architecture?
22T
hese are fundamentally different– century France, has elements that do not caught a whiff of the ether reserved only
and better–questions. These are not serve the needs of 21st century life and for the change-makers.
the questions of “the whining class” 21st century architecture in America.
as one practitioner I spoke with described To their credit, the Summit participants I hope the future is different. I hope it’s
the Summit attendees. Instead, these are didn’t issue manifestos, opinions or different for students whose self-esteem
questions that go to the heart of how we ungrounded assessments about studio has been crushed by abusive studio critics.
teach, inspire and nurture succeeding culture. Instead, they called for things
generations who will apply designerly that have been noticeably lacking in I hope it’s different for teachers whose
thinking and design skills to a wide array the studio culture debate: doing better passion for bringing forth the best of our
of complex challenges in–and as the data research, defining best practices, com- young people has been swept away by the
demonstrates–far beyond, the current municating about things that matter inertia of institutional bureaucracy.
practice of architecture. and calling for action-based cooperation
among the five collateral organizations. I hope it’s different for the practicing ar-
The Studio Culture Summit produced nine chitects whose conviction wilts in the face
I
initiatives that, over the next five years, t’s hard to know what will become of choosing between making change and
can shape and inform these questions. of these initiatives. If the history of making a living.
They might even lead to answering some change in the profession is a guide,
of them. But, no matter what, the Summit these ideas may just be left to quietly die Finally, I hope it’s different for the pub-
changed the conversation from complain- from neglect. lic we serve. The accelerating complexity
ing about the past to designing the future. of life on earth requires the highest and
As facilitator, I saw 50 people–none of But maybe this time it will be different. best use of the remarkable knowledge and
them whining–look squarely at studio Maybe the confluence of students, teach- skills we learn. Maybe I’m crazy, but I still
culture and conclude that the model has ers, practitioners, and wise outsiders believe we can make the world a better
immense value as a teaching environment; that came to the Summit and produced a place. During the three days of the Summit,
one-to-one communication, rich peer-to- blueprint for insight and action signals a I was sure of it.
peer learning, Socratic discourse, iterative different direction. Maybe they saw anew
progression, learning by doing, visually the potential for design to improve the – Clark Kellogg
literate, and creatively based. world. Maybe they believe that “surviv- Studio Culture Summit Facilitator
ing” studio is not the best outcome to
Those same people recognized that the be had from the core experience of an
culture of studio, with its roots in 18th architectural education. Or perhaps they
23^
The Studio Culture Summit
You can find more information and links Selected Additional Resources:
to many of the works cited below on the
AIAS Studio Culture Summit Web site at “The Past and Future of Studio Culture.” By Thomas Fisher
www.aias.org/studioculture available at ArchVoices.org. 10.15.04 newsletter
American Institute of Architects (AIA). “The Client Experience,”
2002. Washington: American Institute of Architects, 2002.
Brief History of AIAS work on Studio Culture issues:
Boyer, Ernest, and Lee Mitgang. Building Community: A New
November 2000 – AIAS establishes a Studio Culture Task Future for Architecture Education and Practice. Princeton, NJ:
Force to study effects of current architectural education Carnegie Foundation for the Advancement of Teaching, 1996.
Print practices on students and consider alternatives. Studio Cul-
ture is brought to the forefront of the AIAS Advocacy agenda Cramer, James P., and Scott Simpson. How Firms Succeed: A
and Web Field Guide to Design Management. Atlanta: Greenway Com-
December 2002 – The Redesign of Studio Culture was munications, 2002.
Resources
published as the product of the AIAS Studio Culture Task
Force’s research. It is authored by then AIAS Vice President Fisher, Thomas. In the Scheme of Things: Alternative Thinking
Aaron Koch, current AIA First Vice President Katherine on the Practice of Architecture. Minneapolis: University of Min-
Schwennsen, FAIA, then Studio Culture Task Force Chair, nesota Press, 2000.
Deanna Smith and Thomas Dutton.
“Patterns of Exploitation.” Progressive Architecture. May 1991:9.
July 2004 – NAAB creates a 13th Condition for Accrediation
(Condition 3.5) requiring schools to have a written policy Monaghan, Patrick. “The ‘Insane Little Bubble of Nonreality’
regarding the culture in their studio environments. That Is Life for Architecture Students.” The Chronicle of Higher
Education. June 2001.
October 2004 – The AIAS and the University of Minnesota
host the Studio Culture Summit as a forum for a heightened Swett, Richard Nelson. “Leadership By Design.” ArchVoices.org
level of dialogue among those with interests in the shape of
studio life and architectural education. Temkin, Jody. “For Would-Be Architects, Grad School Like Boot
Camp.” The Chicago Tribune. January 6, 2002.
24written and designed by clark kellogg
25The Studio Culture Summit
^
American Institute of Architecture Students
1735 New York Avenue, NW
Washington, DC 20006-5292
202.626.7472
email: mailbox@aias.org
web: www.aias.org
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